Demographics – IEP Information – Temporary Placement & Transfers – Present Levels (PLAAFP) – Program Mods/Accoms – Special Factors – Transportation – Extended School Year – Assessment Participation – Additional Comments
View Sped Manual entry on IEP Info
Demographics
The first part of the IEP Info entry screen contains the demographics of the student. This information is imported from PowerSchool, and is updated nightly. School secretaries are the ones who enter student data into PowerSchool. Special Services has no control over this data and cannot change it. Any student ID that begins with a “P” is an un-enrolled preschool student. If this student is receiving any Special Services, the parent needs to enroll their child as soon as possible with your school secretary. Once the student is enrolled, Central Office sped staff will replace the “P” number with a valid student ID.
The only fields in this section, that are editable by the teacher, are the Cell Phone and Email boxes. If you know a parent’s cell phone number or email address you may enter that information here. It is not required.
School is where the student is enrolled. Usually Home School is blank because the school where the student receives services is the same as the school the student attends. The Home School field is typically used only for home school (Connections) students or for students who are enrolled in certain “District Wide Programs.
Any student receiving special education services needs to enroll in a KPBSD school. This includes itinerant pre-school students who may come into school for only 30 minutes of speech services per week, or may be served at a non-KPBSD location (e.g. Head Start or another private preschool).
When Connections students are receiving direct special education services at a brick and mortar school, the case manager must contact their pupil services secretary to inform them of where the student is receiving services. This information will be tracked by the Sped secretaries using the Home School field in our database. This in no way affects their Connections enrollment.
IEP Information
IEP Mtg. Date: This is the date of the IEP meeting. This date must be the date that the IEP team convened to write the IEP even though implementation of the IEP may occur at a different date. If the meeting date and the implementation of the IEP are different, be sure to reflect the implementation dates in the Start and End dates of any goals.
If this is not an initial IEP meeting, the meeting must occur ON or BEFORE the expiration date of the current IEP. An IEP meeting may be held without the parents only after reasonable and documented attempts have been made to include them. Extensions of annual review dates are NOT acceptable. There needs to be an annual review of all IEPs done in a timely manner, prior to the IEP expiration.
**NOTE when printing a Cover/Signature page: the IEP meeting and Expiration dates in the IEP INFO entry MUST BE changed prior to printing the Cover/Signature page.
IEP Exp. Date: Entering the IEP meeting date will automatically update the IEP Expiration date to one year from that date.
Last Eval Date: This date reflects the date of the last meeting for determining eligibility. This date can be changed on the ESER entry page. Do not change this date for an annual IEP meeting.
3-yr. Reeval Date: This date is automatically calculated to be three years from date of the last ESER meeting.
Exit Date: This is date the student is exited from special education and no longer receives Special Services. Exits could be for the following reasons: graduated with diploma or certificate, reached maximum age, moved, dropped out, died, or no longer eligible for services. This date is entered by district office personnel.
Trans. Rights sent: For students under age 16, this box will be blank. For older students it will include the date on which district office sent the Transfer of Rights letter to a SPED student turning 18. It is the responsibility of the District Office to send the Transfer of Rights letter. This field is only to let case managers know when it was done.
Meeting Inv. Dates: These six date boxes will be automatically entered from the dates entered in the corresponding dates fields in the six Meeting Invitations. These 6 entries should be used in order.
Written Notice Dates: These six date boxes will be automatically entered from the dates entered in the corresponding dates fields in the six Written Notice layouts. These 5 entries should be used in order.
Case Mgr: Clicking this box will bring up a pop up menu of Special Services staff for your school. Select your name. This is a required entry.
Certification: This field shows the eligibility category under which the student qualifies for special education. This field can only be edited on the Evaluation Summary and Eligibility Report (ESER) screen. This field will only be changed if the team holds a new eligibility meeting and changes the certification of a student. It cannot be changed at an annual IEP meeting.
Status: This reflects the current status of the student. The field can only be changed by District Office personnel, therefore it is critical that District Office personnel be notified of any changes in a student’s status. Written Notice must be sent home any time a student’s status changes to ensure an accurate and documented paper trail. (See List of Possible Statuses)
Type of IEP Review: This is the type of IEP review that will be held (Initial, Annual, 3 Year Re-evaluation, Transfer, or Amended IEP). (**NOTE when printing a Cover/Signature page: the Type of IEP Review MUST BE changed to reflect the correct review type prior to printing the Cover/Signature page).
Prog. Mgr. The name of the program manager will be entered automatically based upon which of the program managers is assigned to the respective school.
Psych. The name of psychologist will be entered automatically based upon which psychologist is assigned to the school.
Interpreter Needed: This is a Yes – No field that is carried over from the referral screen. There is also the option to edit this field on the IEP Info screen.
Surrogate/Foster Needed: Entry in this field is carried over from the referral.
Progress Reports __ times per year: Progress Reports must be sent equal to or more than the number of times that regular ed student receive formal progress (report cards/reports). Enter the number of times the student will receive Progress reports during the current IEP if it is different than the default value of 4.
Temporary Placement
The development of an interim IEP (or the use of a temporary placement) may be appropriate for a child with a disability if there is some question about the child’s special education or related service needs. These are typically used for students transferring in the KPBSD without complete IEP or ESER paperwork, or with a recently expired IEP
Temporary placement is allowed under the following conditions:
- An IEP must be developed.
- The parents must agree in writing (i.e., their signature) to the Temporary placement.
- The Temporary placement must not continue beyond 30 calendar days.
- An IEP Team meeting must be conducted at the end of the interim period.
- All applicable IEP content requirements must be met with no lapse in services between the interim and final placements.
Transfers into the District
When a child who has a current IEP from another district moves into our district, the IEP Team must decide whether to accept the existing eligibility report and IEP established by the previous district. If the IEP Team decides to reject the eligibility and/or the existing IEP, an IEP Team meeting must be held to initiate a re-evaluation.
If the IEP Team decides to develop a new IEP, interim services may be provided via an interim or temporary placement, if agreed to by the parties (parents and IEP Team). If agreement cannot be reached, the IEP Team must implement the current IEP to the extent possible until a new one is developed. The IEP Team does not need to conduct a new IEP meeting if the current IEP is available, the parents agree with it, and the IEP Team finds it appropriate. If the current IEP is not available or either party believes it is not appropriate, the IEP Team must develop a new IEP within a short time, normally one week.
**Note – If an out of district IEP and Eligibility paperwork are accepted as is, an amendment and Written Notice must be completed stating such.
Present Level of Academic Performance and Functional Performance (PLAAFP)
Student Strengths: Enter academic, behavioral, and social strengths of the student. Be specific. These should be strengths that are related to the student’s educational program.
How Disability Affects GenEd Involvement: Identify the student’s weakness and describe how the disability affects the student at school. An example would be, a student whose specific learning disability in reading causes the student to have trouble accessing the information in the general ed curriculum.
Student’s Current Functioning: Discuss current academic, social, & behavioral data and how this affects student performance. Include latest State or District wide test scores such as CBMs, Quarterly Assessments, or AMP scores. Data should reflect the student’s performance compared to his peers. An initial IEP might cut and paste the summary from the Eligibility Report. For an annual review this could reflect the student’s progress on goals and objectives during the past year.
The key word here is current. This field often gets overlooked during annual IEP updates and subsequently contains outdated information. Please be sure that this field is updated annually and that any outdated information is deleted.
**“Paste ESER LD Data Results” button: The PLAAFP allows automatic pasting of Non- Standardized/District Data and/or Standardized/State Data for LD students from the Eligibility and Summary report. Clicking on the blue button “Paste ESER LD Data Results”, places the contents of the LD Data field into this section of the PLAAFP. Any pasting will be appended to the end of any existing data in this field and will not override any data that has already been entered. Any additional data can be entered either before or after the pasted data.
Other agencies: List any agencies other than the KPBSD that are providing services to the student. If none, then state “No other agencies are involved at this time”.
Par. Comments: Reflect any parental comments or expectations such as: goals for the child, concerns
about the child’s educational program, future needs and goals, and desired post-secondary outcomes.
Program Modifications/Accommodations and Support for School Personnel
This section lays out the accommodations and modifications that the student will be accessing on an everyday basis at school.
Entries in “Advance appropriately toward annual goals” are the classroom accommodations and modifications that will help the student in meeting their IEP goals and objectives.
Entries in “Be involved/progress in Gen. Ed. Curriculum” are classroom modifications and accommodations that help the student work toward meeting the general curriculum goals and requirements.
Entries in “Participate in extracurricular/nonacademic activities” are modifications and accommodations that are needed by the student to participate in extracurricular activities (such as what the coach or PE teacher needs to know).
Enter “No accommodations or modifications are necessary”, if none are needed.
*NOTE – The modification and accommodations listed here are intended for use on a regular basis in the classroom. They should correspond with the assessment accommodations, but may not match exactly. Any accommodations used in a testing situation should also be used on a regular basis with the student during instruction.
Supports/Training School Personnel
List any supports and/or training that is required for school personnel to help the child access or utilize any modifications or accommodations that are listed in the corresponding fields.
Enter “No supports or training are needed”, if none are needed.
OT or PT Consult Services
If a student requires consultative services with either an Occupational Therapist or Physical Therapist, those services should be documented here. The corresponding box (OT or PT) should be checked, and a brief description of the nature of the services should be included in the program modifications & accommodations text fields above. In most cases, consultative services means that the therapist is working with a teacher or an aide to provide them with strategies or tools to work with the student, rather than having the therapist pull the student for direct services. This is the reason for documenting consultative services in a separate section of the IEP, rather than in the Summary of Services. The Supports/Training for School Personnel section above should describe the frequency of the consult or supervision that will be provided by the therapist.
Special Factors IEP Team Must Consider
There are a number of special factors that must be addressed in every student’s IEP. New students will default to “No” in each of these areas. Existing students in the database could have either checked. Be sure to review special factors annually and mark any that are a concern. Any areas that are checked “Yes” should have a corresponding explanation in either the PLAAFP or the Program Mods/Accoms section, of the IEP to explain any corresponding accommodations or services that are needed.
Special Transportation
If the first question, “Special Transportation required,” is No the remaining questions need not be answered. If you click “Yes” for special transportation, then you must answer the additional questions including: “Is a lift required for the student?” If lift is need, then select type of mobility device student uses. This is critical information the transportation coordinator needs in order to provide the appropriate bus.
Please notify the district’s Transportation Coordinator (714-8824) of any students needing special transportation.
The Transportation Information screen (below) will be filled in by the District’s Transportation Coordinator. You can view this information through the Go To Menu, but you will not be able to edit information on this screen.
Extended School Year (ESY)
Extended School Year
One of the three buttons MUST be checked at each annual IEP review:
If “ESY not required” is checked, nothing further need be done in the ESY section. This is the default at the beginning of each school year.
If “Need to collect more data” is checked, a date must be entered as to when a meeting will be reconvened to review the data.
If “ESY required” is checked, complete the remainder of the ESY section.
Recommended Areas: At least one of these must be checked. More than one may be checked if appropriate.
Of the three categories “Self Sufficiency”, “Regression/ Recoupment”, or “Emerging Skills” least one must be checked yes, if “ESY Required” has been selected. Mark “No” for any that do not apply.
ESY Justification is a brief narrative of the need for ESY services.
All ESY data will be cleared at the start of every school year and all students will have “ESY not required” checked. The reason for doing this is because ESY needs are to be determined on an annual basis during the 3rd or 4th quarter. If ESY is determined to be a need at that time, the IEP can be changed via an amendment.
Click here for the criteria from the state handbook concerning ESY. If you have any questions as to whether a child is ESY eligible, please contact a program a manager. Remember that you do NOT need to check ESY to refer a child for the regular summer reading or math program.
ESY Objectives: After a student is found eligible for ESY, the appropriate objectives must be marked in the database. These are the objectives that the student will be working on during the summer session. This checkbox appear on the goals & objectives screen in the database.
These ESY goals or objectives can be printed collectively from the print menu under: 
When completing the ESY portion of the IEP, keep in mind that ESY is held at regional locations, and the staff working during the summer may not necessarily be familiar with all of the students who are attending. Therefore it is important that this information is accurate and complete. It will provide the basis for the skills and objectives that ESY staff will work on with the student.
Assessment Participation
All students in grades 3-10 are required to participate in state and district-wide testing. It is NOT an option to opt students out of district-wide testing. There are three choices to indicate how the student will participate:
- Participate in state and district-wide assessments
- Participate in the state Alternate Assessment – Contact Pupil Services before selecting this option (714-8881).
- Not be subject to state and district-wide assessment due to the student’s age
The IEP for students who will participate in the Alternate Assessment must provide a reason why the Alternate Assessment IS appropriate AND why the standard assessment is NOT appropriate.
To add accommodations to a student’s IEP, case managers will select a category from the dropdown list (Alternate Assessment, Assistive Devices, Directions, Embedded, Format, Response, Setting, Test Items, Timing, Universal), and then choose a corresponding accommodation and click the blue “+” button to add that accommodation to the IEP. To remove an accommodation from an IEP, simply click on the trash can icon to the right of the listed accommodation.
Keep in mind that allowable accommodations will vary from test to test. Embedded accommodations, for example, are built into the computer-based test engine and at this time are only available for the Alaska Measures of Progress (AMP) test for students in grades 3-10.
More information regarding the “Participation Guidelines for Alaskan Students in State Assessment” may be obtained from the Alaska Department of Education website: (https://www.eed.state.ak.us/tls/assessment/).
School test coordinators will be able to view a student’s testing accommodations in PowerSchool. These accommodations are imported directly from the Sped database and will be used by the school test coordinator to plan for any special materials, settings or additional staffing that will be needed during testing. Therefore, it is vital that these fields are accurate and complete in each student’s IEP.
Additional Comments Page
Any information relevant to the IEP that doesn’t seem to fit elsewhere can be entered here. One example would be a description of how the Summary of Service minutes might be delivered over the course of a week.